Lecture Essay 1: Comments on Primary School Mathematics Lecture
Mathematics is serious and boring, especially in classroom teaching, which is not as vivid and rich as Chinese class, nor as emotional as Chinese class. However, if you teach math well with your heart, you will still get unexpected happiness. Students learn easily and naturally want to take math classes. To make students willing to take math classes, we should start with stimulating students' interest in learning. No matter what you do, as long as you are interested, you can take things seriously and do them well. How to stimulate students' interest in learning mathematics has always been a concern of many math teachers. According to the experience of mathematics teaching in recent years, talk about my own views.
First, to make students interested in mathematics, teachers should first be interested in the subjects they teach, which naturally arouses students' interest in mathematics classes. This requires teachers to be attentive teachers and use all available details to stimulate students' interest. For example, "Do you know" in math textbooks contains a lot of common sense, such as who invented Arabic numerals and how did they spread to China? How many times does the human heart beat a year? Students are also interested in such questions. They are consciously infiltrated into children in the classroom, and they will be attracted by the richness of mathematics classes, and naturally they will be interested in mathematics classes.
Second, capture mathematics from life, so that students feel that mathematics classroom is very kind and useful, rather than boring digital accumulation.
Mathematics originates from life, and only by proceeding from reality can it be easy to operate and understand. Modern educational theory holds that mathematics originates from life, and life is full of mathematics. Mathematics teaching should be based on and applied to real life. Therefore, mathematics teachers should consciously guide students to communicate the connection between specific problems in life and related mathematics problems, stimulate students' curiosity in learning mathematics with the help of concrete examples in real life that students are familiar with, discover mathematics problems in life, solve practical problems with the analysis they have learned, and guide students to conduct research-based learning. For example, when teaching length units, let students really measure the surrounding objects by themselves, and use their body parts as measuring tools to measure or estimate the distance or size of objects. Also, when learning the overall planning method and equivalent replacement, it is not necessary for students to experience their functions in life. It is entirely possible for students to do and correct in class.
It's not difficult to bring math lessons into life. As long as we think hard and experience mathematics in life first, we can guide students to solve practical problems with mathematics in life, and naturally love learning mathematics and falling in love with mathematics classes.
Third, pay attention to students' learning feelings and let them become the masters of the classroom.
Students are the real subject in the classroom, and the learning and understanding of every knowledge should be done: students should do what they can, and students should do what they can. In this way, students can become the masters of learning, and teachers are the organizers, guides and collaborators of students' learning. Instead of being the "commander-in-chief" of all knowledge, all knowledge should be told by the teacher alone, and students can only passively accept it. Students taught in this way will naturally have no interest in learning, let alone innovation and exploration. In addition, in teaching, teachers should always provide students with an environment that can arouse observation and research, be good at asking questions that students are familiar with but can't solve immediately, guide them to find and find the answers to the questions themselves, give students the initiative in learning, and give them more research opportunities, more successful experiences and more happiness in harvest.
In short, the classroom should be a charming place; Classroom should be the place where students gain self-confidence; The classroom should be the place where the wisdom of teachers and students collides; The classroom should be a vibrant place. As long as we teach with our heart, I believe there will be such a classroom. Let's all work hard for such a classroom!
Essay 2: Speech in Mathematics Class
The mathematics content in elementary school mathematics teaching essays enters students' lives, which makes students realize the value of mathematics. Because traditional mathematics teaching pays too much attention to mechanical skill training and abstract logical reasoning, and ignores the connection with real life, many students have a boring and mysterious impression on mathematics, thus losing their interest and motivation in learning. To this end, we must abandon the past practice of "cutting off the head and burning the middle part", and strive to make mathematics come from life and be used in life, so that students can feel and experience that mathematics is around, and mathematics must be everywhere in life and must be learned well.
(A) seeking knowledge background to stimulate students' domestic demand
Many concepts, arithmetic and rules in primary school mathematics can be traced back to the source and find their own knowledge background. Teachers should try their best to extend their mathematics knowledge in teaching and seek its source, so that students can understand where the mathematics knowledge comes from and why. On this basis, students will have intrinsic learning motivation by teaching new knowledge.
(B) the use of life prototype to help students build
As we all know, the contradiction between the abstraction of mathematics and the psychological characteristics of primary school students' dominant thinking in images is one of the main reasons for many students' passive learning. In fact, there is a lot of abstract mathematical knowledge. As long as teachers are good at finding and reasonably using its "prototype" in students' lives, they can turn abstraction into images, students' learning can turn passivity into initiative and fear of learning into fun.
(C) facing the real life to appreciate the mathematical style
In mathematics teaching, students should not only know where knowledge comes from, but also know where to go, and use this knowledge flexibly to solve the problem of "how to get there", which is also the ultimate goal and destination of students' learning mathematics.
Mathematics content comes into students' life, which makes students realize the value of mathematics. Because traditional mathematics teaching pays too much attention to mechanical skill training and abstract logical reasoning, and ignores the connection with real life, many students have a boring and mysterious impression on mathematics, thus losing their interest and motivation in learning. To this end, we must abandon the past practice of "cutting off the head and burning the middle part", and strive to make mathematics come from life and be used in life, so that students can feel and experience that mathematics is around, and mathematics must be everywhere in life and must be learned well.
(A) seeking knowledge background to stimulate students' domestic demand
Many concepts, arithmetic and rules in primary school mathematics can be traced back to the source and find their own knowledge background. Teachers should try their best to extend their mathematics knowledge in teaching and seek its source, so that students can understand where the mathematics knowledge comes from and why. On this basis, students will have intrinsic learning motivation by teaching new knowledge.
(B) the use of life prototype to help students build
As we all know, the contradiction between the abstraction of mathematics and the psychological characteristics of primary school students' dominant thinking in images is one of the main reasons for many students' passive learning. In fact, there is a lot of abstract mathematical knowledge. As long as teachers are good at finding and reasonably using its "prototype" in students' lives, they can turn abstraction into images, students' learning can turn passivity into initiative and fear of learning into fun.
(C) facing the real life to appreciate the mathematical style
In mathematics teaching, students should not only know where knowledge comes from, but also know where to go, and use this knowledge flexibly to solve the problem of "how to get there", which is also the ultimate goal and destination of students' learning mathematics.
Lecture proceedings 3
I used to be very nervous when I was listening to the class, because I had to comment on others after listening, but I could never find anything to comment on. It is said that after listening to a class, you can't hear the problem, but you are not good at it. So in the next lecture, I always make it difficult for me to find the clues exposed by others, and then I will embarrass others, which can be described as painstaking. Obviously, he is obsessed with a dead end, but he is also complacent and different. I really can't recall that fake face, and I want to slap my mouth when I think about it! But it's good to wake up. It's good to wake up.
After listening to several high-quality classes recently, I found that each class is so plain, true and solid. Teamwork is really cooperation, team members are so harmonious, and teachers are so relaxed in class. Suddenly, I seem to understand some lessons. Attending a class is not entirely the lecture itself, but about people, which is the long-term accumulated experience of people. There is a good saying-your experience is your prestige. Some people will say that if you haven't done it, you have no right to speak. In other words, we can understand that many things have to be experienced and tried to get what we really need. The classroom does not need to show off, it needs to be practical, and then it is taught to students in the most acceptable and willing form. While paying attention to how the teacher teaches knowledge, I am more concerned about his methods and skills in organizing classes, which is exactly what the teaching proposal can't give us in detail.
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